Concept-based instruction(C-BI)has proven to be effective in improving students’command of grammar items used out of context by offering the students revision lessons,but its effect in teaching newly-introduced gramm...Concept-based instruction(C-BI)has proven to be effective in improving students’command of grammar items used out of context by offering the students revision lessons,but its effect in teaching newly-introduced grammar items in a complex context of a specific genre remains unclear.To probe C-BI’s effect on students’use of the past simple and present perfect tenses out of context and in the context of a narrative by its description of the grammar concept in its materialization,that is,the Schemas of a Complete Orienting Basis of an Action(SCOBAs),we taught the two tenses to 40 eighth-graders in a Chinese middle school in our three-week teaching experiment.The qualitative and quantitative analysis of the results shows that i)in both out-ofcontext use and in-context use,accuracy of using the target tenses is higher after C-BI intervention;ii)by improving their conceptual knowledge through C-BI,the students are helped to pin down reference time and are hence more certain in using the target tenses.Moreover,they are encouraged to use the newly-introduced tenses in the complex context of the narrative genre;iii)both in simple contexts or complex contexts,the SCOBAs are effective in helping students navigate the learning task and determine their intended meaning by establishing temporal reference in the context.展开更多
文摘Concept-based instruction(C-BI)has proven to be effective in improving students’command of grammar items used out of context by offering the students revision lessons,but its effect in teaching newly-introduced grammar items in a complex context of a specific genre remains unclear.To probe C-BI’s effect on students’use of the past simple and present perfect tenses out of context and in the context of a narrative by its description of the grammar concept in its materialization,that is,the Schemas of a Complete Orienting Basis of an Action(SCOBAs),we taught the two tenses to 40 eighth-graders in a Chinese middle school in our three-week teaching experiment.The qualitative and quantitative analysis of the results shows that i)in both out-ofcontext use and in-context use,accuracy of using the target tenses is higher after C-BI intervention;ii)by improving their conceptual knowledge through C-BI,the students are helped to pin down reference time and are hence more certain in using the target tenses.Moreover,they are encouraged to use the newly-introduced tenses in the complex context of the narrative genre;iii)both in simple contexts or complex contexts,the SCOBAs are effective in helping students navigate the learning task and determine their intended meaning by establishing temporal reference in the context.
